Academic Integrity Surveys Working Group

Motivation and activities

To promote and uphold academic integrity, as well as to foster a respectful culture among the institutional community, educational institutions need to develop coherent policies. At the same time, it is important to regularly monitor how academic integrity is perceived and practiced both at the institutional and individual level. Furthermore, international comparative perspectives on the status and development of academic integrity can provide a solid reference point when striving for excellence or looking for solutions.

The working group therefore focuses on development of academic integrity surveys and academic integrity monitoring tools.

A set of on-line Academic Integrity Self-Evaluation Tools, developed as part of the ENAI project, is currently available for use via the ENAI web site. The surveys are targeted at different stakeholders within higher education institutions including students, teachers, researchers, and managers. We aim to continue to expand the scope of applicability of the tools in consideration of different contexts (for example: for use in various educational and research settings; or add to the language versions).

The working group intends to explore ways of allowing access to different tools and the resulting responses. By doing so, we aim to make the results comparable with each other so that it would be possible to interpret cross-cultural differences related to the perception of academic integrity.

We are also keen to exchange experiences of researching academic integrity, looking into advantages and disadvantages of using surveys and other methods of data collection as well as research designs.

We offer our support in areas such as (but not limited to) research methodology, survey tool development, research ethics related questions as an advisory team for ENAI research projects.

Members of the group

Head:

Inga Gaižauskaitė, Institute of Sociology, Lithuanian Centre for Social Sciences, Lithuania

Members:

Sonja Bjelobaba, Centre for Research Ethics & Bioethics, Uppsala University, Sweden
Sultan Tutku Budak-Ozalp, Mugla Sitki Kocman University, Turkey
Rubñen Comas-Forgas, Faculty of Education, Balearic Islands University, Spain
Tomáš Foltýnek, Faculty of Business and Economics, Mendel University in Brno, Czechia
Irene Glendinning, Office of Teaching and Learning, Coventry University, UK
Yevgeniya Kim, Nazarbayev University, Kazakhstan
Veronika Králíková, Faculty of Business and Economics, Mendel University in Brno, Czechia
Franca Marino, Center for Research in Medical Pharmacology, University of Insubria, Italy
Stella-Maris Orim, Faculty of Engineering, Environment & Computing, Coventry University, UK
Alireza Salehi Nejad, University of Tehran, Iran
Salim Razı, Faculty of Education, Canakkale Onsekiz Mart University, Turkey
Zeenath Reza Khan, University of Wollongong in Dubai | Centre for Academic Integrity in the UAE
Laura Ribeiro, Faculty of Medicine, University of Porto, Portugal
Shiva Sivasubramaniam, School of Human Sciences, University of Derby, UK
Ana Cristina Veríssimo, Faculty of Medicine, University of Porto, Portugal
Lorna Waddington, School of History, University of Leeds, UK